scholarly journals Assessment of Clinical Reasoning by Listening to Case Presentations: VSOP Method for Better Feedback

2016 ◽  
Vol 3 ◽  
pp. JMECD.S30035 ◽  
Author(s):  
Hirotaka Onishi

Case presentation is used as a teaching and learning tool in almost all clinical education, and it is also associated with clinical reasoning ability. Despite this, no specific assessment tool utilizing case presentations has yet been established. SNAPPS (summarize, narrow, analyze, probe, plan, and select) and the One-minute Preceptor are well-known educational tools for teaching how to improve consultations. However, these tools do not include a specific rating scale to determine the diagnostic reasoning level. Mini clinical evaluation exercise (Mini-CEX) and RIME (reporter, interpreter, manager, and educator) are comprehensive assessment tools with appropriate reliability and validity. The vague, structured, organized and pertinent (VSOP) model, previously proposed in Japan and derived from RIME model, is a tool for formative assessment and teaching of trainees through case presentations. Uses of the VSOP model in real settings are also discussed.

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Liam Rooney

<p><span style="text-decoration: underline;"><strong>Background</strong></span></p><p>Dementia is a disease affecting 55,000 Irish people. (1)  It is characterised by progressive cognitive impairment, ranging from mild impairment, which may affect memory, to severe impairment where the ability to communicate may be absent.  These people are at risk of having their pain underassessed and undermanaged. (2)  A survey exploring Irish Paramedics and Advanced Paramedics views on the current pain assessment tools available to them, and whether these tools are suitable for use with dementia patients is proposed.  Existing observational pain assessment tools used with dementia patients are examined and their suitability for pre-hospital use discussed.</p><p><span style="text-decoration: underline;"><strong>Introduction</strong></span></p><p>Adults with cognitive impairments, such as dementia, are at a much higher risk of not receiving adequate analgesia for their pain. (3)  It is estimated between 40% and 80% of dementia patients regularly experience pain. (4)  Current pain assessment tools used pre-hospital in Ireland are: Numerical Rating Scale for patients &gt;8yrs, Wong Baker Scale for pediatric patients and the FLACC Scale for infants.  There is no specific pain assessment tool for use with patients who are not capable of self-reporting their level of pain.</p><p><span style="text-decoration: underline;"><strong>Objective</strong></span></p><p>This research aimed to identify observational pain assessment tools used in this cohort.  The most consistently recommended tools were identified.  The suitability of these tools for use in the pre-hospital setting assessed.</p><p><span style="text-decoration: underline;"><strong>Findings</strong></span></p><p>Literature review identified 29 observational pain assessment tools. There is a lack of literature relating to the pre-hospital setting.  The American Geriatric Society (AGS) identified six pain behaviors in dementia patients, changes in facial expression, activity patterns, interpersonal relationships and mental status, negative vocalisation, change in body language.  These six criteria should be the foundation of any pain assessment tool. (5) The three most consistently recommended tools identified were as follows:</p><p><em>Abbey Pain Scale</em></p><p>6 items assessed, meets AGS criteria, quick and easy to implement, moderate to good reliability and validity (6)</p><p><em>Doloplus 2</em></p><p>15 items assessed, meets 5 of 6 AGS criteria, requires observation over time, prior knowledge of patient required, moderate to good reliability and validity (6)</p><p><em>PAINAD</em></p><p>5 items assessed, meets 3 of 6 AGS criteria, less then 5 minutes to implement, may be influenced by psychological distress, good reliability and validity (6)</p><p> </p><p><span style="text-decoration: underline;"><strong>Conclusion</strong></span></p><p>The ability to self report pain is deemed “gold standard”.  Patients with mild to moderate disease, and indeed, some with severe disease, may retain the ability to self report.  An observational tool is required when dementia has progressed to the point where the patient becomes unable to self report or becomes non-verbal.  It is in these patients where undetected, misinterpreted or inaccurate assessment of pain becomes frequent. (7)  The aim of any tool is to gain a good assessment of pain, however, the pain scale used should be suitable to the clinical setting.  The feasibility of an assessment tool is an important factor along with reliability and validity.  No one assessment tool could be recommended over another.  Abbey and PAINAD have potential for use pre-hospital, however, further research, clinical evaluation and trial in an ambulance service is required.</p>


Author(s):  
Céres Larissa Barbosa de Oliveira ◽  
Simone Appenzeller ◽  
Cezar Augusto Muniz Caldas

Abstract: Introduction: Program assessment is the process of data collection about a course or teaching program that takes into consideration the aspects of cost-effectiveness, checking the adequacy of the evaluation according to the course purpose and the program capacity to yield changes in real life. Such regular assessments provide feedback to the decision-making process that aim at better teaching and learning practices. The Mini Clinical Evaluation Exercise (MiniCex) is a performance rating scale designed to assess the skills that medical students and residents need in real-life situations with patients. Considering the importance of program assessment for an institution, the utilization of the MiniCex data might be of great value for the follow-up of students and the course, helping the planning process and generating improvements in the institution. Therefore, the objective of this study is to assess the program using MiniCex in the beginning of the medical internship, aiming to determine in what areas of the basic and pre-clinical course the students have more difficulties. Methods: A cross-sectional descriptive study was carried out, using the retrospective data obtained by the MiniCex forms that were applied to the 9th-semester medical students, which correspond to the first semester of medical internship in the Federal University of Pará. A total of 111 students was assessed, among the 154 students eligible for internship, from August 2017 to July 2018. Results: Among the performed evaluations, with 97% being requested by the teachers, most of them (72%) were about new cases, and 45% and 38% had low or moderate complexity, respectively. There was a predominance of musculoskeletal system disorders (27.7%), followed by the gastrointestinal/hepatology system (14.8%). Concerning the skills in each domain, the performance was satisfactory in all of them. We observed that 12% of the students had difficulties in at least one area, followed by 6.3% of students with difficulties in 2 areas and 4.5% with an unsatisfactory performance in 3 or more areas. Conclusion: the MiniCex, when applied to internship students, showed to be a source of important and useful information, as part of a program assessment concerning the areas preceding the internship. The analysis of the obtained data was sent to teachers of the pre-internship, internship and course management areas. To the first ones, with the objective of reviewing their programs, detecting where they can intervene and, thus, make changes that aim a better acquisition of basic knowledge by the students and, consequently, improve their performance. To the second ones, to provide an overview of where they will have to focus their programs according to the needs of the medical students who reach the internship. Finally, to the course management, as a guide of what should be supervised by the professionals teaching the semesters that precede the internship.


2017 ◽  
Vol 158 (1) ◽  
pp. 54-61 ◽  
Author(s):  
Érika Mercier ◽  
Ségolène Chagnon-Monarque ◽  
François Lavigne ◽  
Tareck Ayad

Objectives The primary goal is the indexation of validated methods used to assess surgical competency in otorhinolaryngology–head and neck surgery (ORL-HNS) residents. Secondary goals include assessment of the reliability and validity of these tools, as well as the documentation of specific procedures in ORL-HNS involved. Data Sources MEDBASE, OVID, Medline, CINAHL, and EBM, as well as the printed references, available through the Université de Montréal library. Review Methods The PRISMA method was used to review digital and printed databases. Publications were reviewed by 2 independent reviewers, and selected articles were fully analyzed to classify evaluation methods and categorize them by procedure and subspecialty of ORL-HNS involved. Reliability and validity were assessed and scored for each assessment tool. Results Through the review of 30 studies, 5 evaluation methods were described and validated to assess the surgical competency of ORL-HNS residents. The evaluation method most often described was the combined Global Rating Scale and Task-Specific Checklist tool. Reliability and validity for this tool were overall high; however, considerable data were unavailable. Eleven distinctive surgical procedures were studied, encompassing many subspecialties of ORL-HNS: facial plastics, general ear-nose-throat, laryngology, otology, pediatrics, and rhinology. Conclusions Although assessment tools have been developed for an array of surgical procedures, involving most ORL-HNS subspecialties, the use of combined checklists has been repeatedly validated in the literature and shown to be easily applicable in practice. It has been applied to many ORL-HNS procedures but not in oncologic surgery to date.


Author(s):  
Khamis Elessi ◽  
Shireen Abed ◽  
Tayseer Jamal Afifi ◽  
Rawan Utt ◽  
Mahmood Elblbessy ◽  
...  

Background: Neonates frequently experience pain as a result of diagnostic or therapeutic interventions or as a result of a disease process. Neonates cannot verbalize their pain experience and depend on others to recognize, assess and manage their pain. Neonates may suffer immediate or long-term consequences of unrelieved pain. Accurate assessment of pain is essential to provide adequate management. Observational scales, which include physiological and behavioral responses to pain, are available to aid consistent pain management. Pain assessment is considered as the fifth vital sign. Objectives: Aims of the present study were (1) to compare two commonly cited neonatal pain assessment tools, Neonatal Pain, Agitation and Sedation Scale (N-PASS) and modified Pain Assessment Tool (mPAT), with regard to their psychometric qualities, (2) to explore intuitive clinicians' ratings by relating them to the tools' items and (3) to ensure that neonates receive adequate pain control. Methods: Two coders applied both pain assessment tools to 850 neonates while undergoing a painful or a stressful procedure. Each neonate was assessed before, during and after the procedure. The evaluation before and after the procedure was done using NPASS, while pain score during the procedure was assessed by mPAT. Analyses of variances and regression analyses were used to investigate whether tools could discriminate between the procedures and whether tools' items were predictors of pain severity. Results: Internal consistency, reliability and validity were high for both assessment tools. N-PASS tool discriminated between painful and stressful situations better than mPAT. There was no relation between the age of neonate and the pain score. Moreover, P-value was statistically significant between mPAT score and post procedural assessment score as well as between pre and post procedural assessment scores. Conclusion: Both assessment tools performed equally well regarding physiologic parameters. However, N-PASS makes it possible to assess pain during sedation. It was noticed that gaps exist between practitioner knowledge and attitude regarding neonatal pain.


2019 ◽  
Author(s):  
Pegah Hafiz ◽  
Jakob Eyvind Bardram

BACKGROUND Cognitive functioning plays a significant role in individuals’ mental health, since fluctuations in memory, attention, and executive functions influence their daily task performance. Existing digital cognitive assessment tools cannot be administered in the wild and their test sets are not brief enough to capture frequent fluctuations throughout the day. The ubiquitous availability of mobile and wearable devices may allow their incorporation into a suitable platform for real-world cognitive assessment. OBJECTIVE The aims of this study were threefold: (1) to evaluate a smartwatch-based tool for the assessment of cognitive performance, (2) to investigate the usability of this tool, and (3) to understand participants’ perceptions regarding the application of a smartwatch in cognitive assessment. METHODS We built the Ubiquitous Cognitive Assessment Tool (UbiCAT) on a smartwatch-based platform. UbiCAT implements three cognitive tests—an Arrow test, a Letter test, and a Color test—adapted from the two-choice reaction-time, N-back, and Stroop tests, respectively. These tests were designed together with domain experts. We evaluated the UbiCAT test measures against standard computer-based tests with 21 healthy adults by applying statistical analyses significant at the 95% level. Usability testing for each UbiCAT app was performed using the Mobile App Rating Scale (MARS) questionnaire. The NASA-TLX (Task Load Index) questionnaire was used to measure cognitive workload during the N-back test. Participants rated perceived discomfort of wearing a smartwatch during the tests using a 7-point Likert scale. Upon finishing the experiment, an interview was conducted with each participant. The interviews were transcribed and semantic analysis was performed to group the findings. RESULTS Pearson correlation analysis between the total correct responses obtained from the UbiCAT and the computer-based tests revealed a significant strong correlation (<i>r</i>=.78, <i>P</i>&lt;.001). One-way analysis of variance (ANOVA) showed a significant effect of the N-back difficulty level on the participants' performance measures. The study also demonstrated usability ratings above 4 out of 5 in terms of aesthetics, functionality, and information. Low discomfort (&lt;3 out of 7) was reported by our participants after using the UbiCAT. Seven themes were extracted from the transcripts of the interviews conducted with our participants. CONCLUSIONS UbiCAT is a smartwatch-based tool that assesses three key cognitive domains. Usability ratings showed that participants were engaged with the UbiCAT tests and did not feel any discomfort. The majority of the participants were interested in using the UbiCAT, although some preferred computer-based tests, which might be due to the widespread use of personal computers. The UbiCAT can be administered in the wild with mentally ill patients to assess their attention, working memory, and executive function.


2018 ◽  
Vol 10 (1) ◽  
pp. 975-981
Author(s):  
Fahmy Imaniar ◽  
Lies Amin Lestari ◽  
Ahmad Munir

Academic writing and critical thinking are two things which strongly deal with higher education context, especially for EFL students. Unfortunately, the process of the teaching and learning which deals with the two aforementioned things was rarely researched. Hence, this current study aimed at revealing the process of teaching and learning of academic writing which involves critical thinking in higher education level. It was carried out through qualitative approach with non-participatory observation and interview as the data collection techniques. The participants were the subject teacher as the one who taught academic writing and also the students in the academic writing class. The result shows that the process of teaching and learning of academic writing consisted of several phases united into a set prevailing for each type of academic writing. Furthermore, critical thinking is engaged within almost all phases with different way of its existence. This study is expected to open eyes towards what occurs in the field, rather than to only value and judge.


Author(s):  
Alice A. Edler ◽  
Ruth G. Fanning ◽  
Michael. I. Chen ◽  
Rebecca Claure ◽  
Dondee Almazan ◽  
...  

High-fidelity patient simulation (HFPS) has been hypothesized as a modality for assessing competency of knowledge and skill in patient simulation, but uniform methods for HFPS performance assessment (PA) have not yet been completely achieved. Anesthesiology as a field founded the HFPS discipline and also leads in its PA. This project reviews the types, quality, and designated purpose of HFPS PA tools in anesthesiology. We used the systematic review method and systematically reviewed anesthesiology literature referenced in PubMed to assess the quality and reliability of available PA tools in HFPS. Of 412 articles identified, 50 met our inclusion criteria. Seventy seven percent of studies have been published since 2000; more recent studies demonstrated higher quality. Investigators reported a variety of test construction and validation methods. The most commonly reported test construction methods included ?占퐉odified Delphi Techniques??for item selection, reliability measurement using inter-rater agreement, and intra-class correlations between test items or subtests. Modern test theory, in particular generalizability theory, was used in nine (18%) of studies. Test score validity has been addressed in multiple investigations and shown a significant improvement in reporting accuracy. However the assessment of predicative has been low across the majority of studies. Usability and practicality of testing occasions and tools was only anecdotally reported. To more completely comply with the gold standards for PA design, both shared experience of experts and recognition of test construction standards, including reliability and validity measurements, instrument piloting, rater training, and explicit identification of the purpose and proposed use of the assessment tool, are required.


2020 ◽  
Vol 2 (5) ◽  
pp. 19-28
Author(s):  
Paramjit Kaur ◽  
Reenuga Nadarajan

There are various technological tools and software that can be used to enhance the language teaching-learning process. Research has shown that the integration of ‘gamification’ based software like Kahoot! has the ability to influence and enhance language learning outcomes and can be used as effective teaching and assessment tools in language classrooms. This study explores the language teaching and learning experiences of five teachers and 50 secondary students in an international school when they used Kahoot! in their English classes. The study employed a questionnaire with ten items using a five-level categorical Likert scale and a semi-structured interview to collect data. Almost all the teachers reported that Kahoot! was an effective teaching and assessment tool, and the use Kahoot! enabled the teachers to engage students actively in classes. The results from the questionnaire highlighted that almost all the students reported positive experiences when they had lessons integrated with the use of Kahoot!. The majority of students reported that they were able to engage actively in their language lessons when Kahoot! was used. Almost all the students reported positive experiences when they used Kahoot! in their language classrooms. Generally, it was found that Kahoot! enabled students to engage and actively participate in their language learning processes, and teachers used Kahoot! to create a more meaningful and rich language learning experience for their students.


2018 ◽  
Vol 25 (2) ◽  
pp. 524-543
Author(s):  
David Morley ◽  
Thomas Van Rossum ◽  
David Richardson ◽  
Lawrence Foweather

A child’s early school years provide a crucial platform for them to develop fundamental movement skills (FMS), yet it has been acknowledged that there is a shortage of suitable FMS assessment tools for teachers to use within schools. To begin to address this shortfall, the purpose of this study was to elicit expert recommendations for the design of a FMS assessment tool for use by primary school teachers. A multi-phase research design was used, involving two scenario-guided focus groups with movement experts ( n = 8; five academics and three practitioners). Data captured in both focus groups were transcribed verbatim and thematically analysed. Three dichotomous dilemmas emerged from the data in relation to assessing children’s movement competence: (a) Why? For research purposes or to enhance teaching and learning?; (b) How? Should the assessment setting be engineered or natural?; and (c) What? Should the detail of the assessment be complex or simple and should the nature of the tasks be static or dynamic? These findings suggest that any future development of movement competence assessment protocols for use by primary school teachers needs to consider the specific purpose and context of the assessment.


2019 ◽  
Author(s):  
◽  
Jeri A. Sindt

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Clinical reasoning (CR) is a critical skill that nursing students must acquire in order to provide safe, effective patient care and to function optimally in their future role as registered nurses. Because this complex, high-level thinking process is a relatively recent focus in nursing education, there are few specific studies in the literature that describe CR formation and measurement during the process of CR attainment. A qualitative study was conducted to explore the thinking processes and behaviors associated with the development of clinical reasoning in undergraduate baccalaureate nursing students. Data were collected during individual and small group interviews with 14 participants (n = 6 students; n = 8 faculty members) from public and private education institutions in the Midwest. Results yielded four themes: (1) Behaviors; (2) Thinking Patterns; (3) Feelings (both faculty and students); and (4) Thoughts About Self, a theme unique to the student participants. The themes were manifested in four stages of CR development (Pre CR, Developing CR, Post CR, and Delayed CR) throughout the nursing education program levels (Entry, Junior, and Senior). Findings present important implications for nursing education by providing evidence linking stages of CR development to specific observable behaviors, thus allowing for assessment of effective teaching and learning strategies and development of an assessment tool specific for CR development in both classroom and clinical settings.


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